Type:

Other

Description:

A number of conceptual multiple-choice tests have been developed addressing many different areas of physics. These tests are typically used to determine what difficulties students have with specific content and to evaluate teaching practices and curriculum. The purpose of this paper is to provide the reader with a general overview of the key aspects of the development process from the perspective of classical test theory and critical issues that distinguish high-quality conceptual multiple-choice tests from those that are not.

Subjects:

  • Education > General
  • Mathematics > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

Statistics,NSDL,Inter-Rater Reliability,Education Foundations,Research Design & Methodology,Conceptual Multiple-Choice Tests,Classical Test Theory,Mathematics,General,Assessment,Graduate/Professional,Mathematical Tools,Conceptual Assessment,Validity,Data,Informal Education,Higher Education,Reliability and Validity,Content Validity,Instruments,Education Practices,Variance and Standard Deviation,NSDL_SetSpec_439869,oai:nsdl.org:2200/20090507002308224T,Vocational/Professional Development Education,Education,Professional Development

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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